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DESCRIPTORS
Freeman, Donald J.; And Othe^rs
Public Response to Proposals for Raising Academic
Standards in Secondary Schools. Research Series No.
163.
Michigan State Univ., East Lansing* Inst, for
Research on Teaching.
National Inst, of Education (ED), Washington, DC.
Oct 85
400-81--0014
29p.
Reports - Research/Technical (143)
MF01/PC02 Plus Postage.
♦Academic Standards; *Educational Attitudes;
Educational Change; *Public Opinion; Secondary
Education; *Secondary Schools; Teacher Effectiveness;
Teacher Evaluation; Teacher Salaries; Testing
ABSTRACT
Results are presented of a nationwide telephone
survey of 1,200 adults — conducted from November 1984 to January
1985 — that examined the public's response to secondary school reform.
The public wants greater student accountability, greater teacher
initiative and accountability, and upgraded curricula. Ninety-five
percent of the respondents supported high school graduation exams and
junior high promotion tests. Participants also wanted tangible
evidence of teacher competence and initiative. More than 80 percent
favored national teacher exams and teachers working during the summer
to improve their teaching. About two-thirds were ready to support
measures designed to attract and retain good teachers, including
increasing teachers' salaries and/or offering merit pay to
outstanding teachers. Respondents were opposed to school closings and
cutbacks in extracurricular activities as ways to pay for these
reforms; most preferred paying higher taxes instead. About one-third
of the survey's participants said they would abandon support for more
rigorous course work if their children had to give up athletics or
other extracurricular activities to have time enough for schoolwork.
(Author/JD)
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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Research Series No. 163
PUBLIC RESPONSE TO PROPOSALS
FOR RAISING ACADEMIC STANDARDS
IN SECONDARY SCHOOLS
Donald J. Freeman, Philip A. Cuslck
and Richard T. Houang
Published By
The Institute for Research on Teaching
252 Erlckson Hall
Michigan State University
East Lansing, Michigan 48824-1034
October 1985
This work Is sponsored In part by the Institute for Research on Teaching,
College of Education, Michigan State University. The Inctitute for Research
on Teaching is funded primarily by the Program for Teaching and Instruction
of the National Institute of Education, United States Department of Education,
The opinions expressed in this publication do not necessarily reflect the
position, policy, or endorsement of the National Institute of Education.
(Contract No. 400-81-0014)
Institute for Research on Teaching
The Institute for Research on Teaching was founded at Michigan State
University (MSU) in 1976 by the National Institute of Education. Following a
nationwide competition in I98I, the NIE awarded a second five-year contract to
MSU. Funding is also received from other agencies and foundations for
individual research projects.
The IRT conducts major research projects aimed at improving classroom
teaching, including studies of classroom management strategies, student social-
ization, the diagnosis and remediation of reading difficulties, ana teacher
education. IRT researchers are also examining the teaching of specific school
subjects such as reading, writing, general mathematics, and science and^ are
seeking to understand how factors outside the classroom affect teacher decision
making.
Researchers from such diverse disciplines as educational psychology,
anthropology, sociology, and philosophy cooperate in conducting IRT research.
They join forces with public school teachers who work at the IRT as half-time
collaborators in research, helping to design and plan studies, collect data,
analyze and interpret results, and disseminate findings.
The IRT publishes research reports, occasional papers, conference pro-
ceedings, a newsletter for practitioners, and lists and catalogs of IRT publica-
tions. For more information, to receive a list or catalog, and/or to be placed on
the IRT mailing list to receive the newsletter, please write to the IRT Editor,
Institute for Research on Teaching, 252 Erickson Hall, Michigan State Univer-
sity, East Lansing, Michigan ^882*-103^f.
Co-Directors: Jere E. Brophy and Andrew C. Porter
Associate Directors: Judith E. Lanier and Richard S. Prawat
Editorial Staff
Editor: Sandra Gross
Assistant Editor: Patricia Nischan
4
Abstract
This paper reports the results of a nationwide telephone survey of 1,200
adults--conducted from November 1984 to January 1985 and sponsored by the
National Institute of Education-- that examined the public's response to
secondary school reform. The results portray a groundswell of public support
for the reform movement. The public wants greater student accountability,
greoter teacher initiative and accountability, and upgraded curricula.
Despite the diversity of the American public^ 95% of the survey's re-
spondents voiced their support for high-school graduation exams aiil junior-
high promotion tests. In fact, most survey participants found the concept of
student competency testing so compelling that they said they would be willing
to have the exams even if their own children suffsred the consequences of
failure.
Surv^^y participants also declared that they wanted tangible evidence of
teacher competence and initiative. More than 80% said they favored national
teacher exams and teachers working during the summer to improve their
teaching. In addition, about two- thirds were also ready to support measures
designed to attract and retain good teachers, including increasing teachers'
salaries to an average of $25,000 per year and/or offering merit pay to out-
standing teachers • Responde:its were opposed to school closings and cutbacks
in extracurricular activities as ways to pay for these reforms; most preferred
paying $200 in increased taxes instead.
The basic academic curriculum outlined by the National Commission on
Excellence in Education in A Nation at Riek has also struck a responsive chord
among the public; but about one- third of the survey's participants said they
would abandon support for more rigorous course work if their children had to
give up athletics or other extracurricular activities to have enough time for
schoolwork.
PUBLIC RESPONSE TO PROPOSALS FOR RAISING
ACADEMIC STANDARDS IN SECONDARY SCHOOLSl
Donald J. Freeman, Philip A. Cusick, and Richard T. Houang^
This paper reports the results of a national telephone survey, examining
the attitudes of Americans toward public high schools. Its purposes were
(a) to assess public response to efforts to improve academic standards in
secondary schools and (b) to determine the public's willingness to bear the
costs of standards- raising efforts. While attempts to raise academic stan-
dards seem to have strong public support, there is uncertainty as to the depth
of that support across various subgroups and equal uncertainty as to the depth
of that support for particular standards- raising proposals. There is also
uncertainty as to the public's willingness to bear the cost of reform efforts.
Attempts to improve academic standards entail certain costs. If second-
ary schools put more time and energy into academics, less of both will be
available for other educational goals. If students are asked to increase the
time and effort expended in academic endeavors, they will have less time for
other activities such as athletics or part-time jobs. Many of the reform
proposals, such as calls for increased teacher salaries, have simple and
direct financial costs; other proposals have social or personal costs. If
iThis study was sponsored by the National Institute of Education,
Department of Education, Washington, D.C. from November 1984 to January 1985.
(Contract No. 400-83-0052)
^Donald J. Freeman is a senior researcher with the High School Standards
Project and is a member of the Content Determinants Project. He is also a
professor of teach**^ education at Michigan State University. Philip A. Cusick
is coordinator of High School Standards Project and is a professor of
administration and ^her education and chairperson of the educational admin-
istration department, at HSU. Richart T. Houang, a research associate with the
High School Standards Project, is a systems analyst with MSU's Computer
Center.
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6
2
junior-high school promotion tests i high-school graduation exams > or more
demanding course requirements are implemented, certain students will have to
bear the pejorative judgments emanating from more stringent standards. If
those pejorative judgments are more heavily weighed against certain subgroups
such as poor and minority students, those actions may be regarc'ed as reversing
the schools' egalitarian efforts and hence may be construed as a social cost.
If the pejorative judgments accompanying more stringent requirements are
lodged against one's own child, that can be regarded as a personal cost.
Following this line of reasoning, the authors studied the standards-
raising movement and its background, identified the major reform proposals and
their probable costs, and developed an interview schedule to assess the depth
of public support and willingness to pay for standards-raising initiatives.
Research Procedure
Sample
The 1,200 adults who participated in the telephone survey represented 59%
of the 2,047 households in the designated sample. To identify designated
households for the sample, the authors considered both published and unpub-
lished telephone numbers and attempted to reflect the proportion of residen-
tial households in each of the nine census regions in the continental
United States. A description of the sampling plan is provided in Freeman,
Cusick, and Houang (1985).
Table 1 describes sociodemographic characteristics of the sample and
recent population estimates provided by the U.S. Bureau of the Census (1983 &
1984). Overall, these data indicate that the sample was most representative
of U.S. estimates for geographical regions. It was least accurate in its
representation of levels of formal education and of households with family
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7
3
Table 1
Sample Characteristics (In percents)
Sample
U.S.
Sample
U.S.
X •
ueograpnivAX regions
c
^^
Respondent s level of education
£as c
21.2
22.0
college graduate
27,2
17.7
Nidwes c
O O A
2o.9
25.4
some college
25.5
15.3
Sou th
31.7
33.7
high school graduate
34.4
37.9
wes t
18 .2
18*9
some high school
8.1
13.3
no high school
4.4
15.8
2.
Gender
undetermined
0.3
females
57.9
52.4
6.
Family Income levels
males
42.1
47.6
over $50,000
10.5
10.9
3 .
Age of respondent
$30,000 to $50,000
23.3
24.9
$20,000 to $30,000
25.7
23.0
1A tn 2Q
i.O LU 4my
9lU,UUU lO 9ZU,UUU
21.2
24.6
30 to 49
38.2
34.2
under $10,000
10.7
16.6
50 and older
31.2
35.7
undeslgna ted
8.5
undesignated
1.2
7.
Children In public high schools
A.
Ethnic groups
(see notes)
white
81.1
83.4
public high school parents
39.8
NA
black
11.2
11.8
private/parochial high school
other ethnic groups
6.2
4.9
parents
3.7
NA
undesignated
1.5
no children In high school
26.2
NA
no children
30.4
NA
Note . Public high school parents =» parents whose children are currently enrolled or have
already graduated from high cchool. U.S. percentages are based on 1982 estimates provided In
two publications of the U.S. Bureau of the Census (1983 & 1984). NA « not available
4
Incomes of less than $10, 000. Situations In which the responses of
subpopulatlons that were over- or underrepresented In the sample differed from
those of related subgroups are noted In the text. These differences should be
considered In the Interpretation of population estimates*
Time of the Interviews
The median length of the 1,200 Interviews was about 20 minutes. Each was
conducted by a specially trained, professional interviewer from Market Opinion
Research between late November 1984 and early January 1985.
Statistical Analyses
Chi-square tests of independence were used to determine if significant
differences existed in responses across population subgroups. Because so many
tests of this type were conducted, the probability of a Type I error was fixed
at .01 across all analyses. The target population for this study includes all
adultj^, 18 years or older, who reside in the continental United States. In
interpreting the results, it is important to allow for sampling errors of plus
or minus 3% for the entire sample and an even larger range for subpopulatlons.
It is also Important to recognize that the study does not provide reliable
estimates for local communities.
Summary of Preliminary Findings
Public Reaction to Secondary Schools Goals
The first section of the survey was based on Goodlad's (1983) analysis of
the general goals of schooling. It assessed public reaction to five major
goals of public high schools-- to teach job-related skills, academic subjects,
dally living, personal growth, and social growth. Respondents with children
who have attended high school were asked whether they considered it very
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9
s
Important, somewhat Important, or aot Important for their children to Itarn
what Is taught In each of these areas. For those without high school-aged
children, the question was phrased hypothetlcally , "Imagine you liave children
who are in high school. • ♦ Because the respoases of the two groups were
similar, the data were combined and are summarized in Table 2.
In identifying experiences that are very important for their children
(Column 1), participants indicated strong support for the academic goals of
schools, with a slightly lower level of concern for those dealing with person-
al and social growth. When choosing the most important experience for their
children (Column 2), courses focusing on job-related skills ranked second, but
far below, courses in academic subjects. Overall, it can be concluded that
most American adults have a strong commitment to academic goals, but may
resist reforms that erode the attention given to the other major goals of
schooling.
Response to Standards'^Raislng Proposals
Job-related skills, personal growth, and social development are not the
targets of the standards-raising movement. Its major emphasis is to increase
the schools' commitment to, and the students* involvement and effort in,
academic pursuits. To gain a clearer sense of the public's support for that
effort, the questions posed to survey participants asked then to think In
terms of "things your local high school might do to improve its success in
teaching academic subjects." The data in Table 3 summarize public reactions
to the 14 standards-raising proposals presented in the interview.
The figures in Column I describe the percent of respondents who favored
each proposal. Accounting for sampling errors, the proportion of the public
favoring each recommendation should fall within plus and minus three
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Table 2
Public Perceptions of Baaic Goals for Secondary Schools
Courses/Experiences
C't jrses that deal with Job-related skills (e ,g»,
welding, auto repair, shor'-ihand, and bookkeeping)
Academic suojects (e>g>, mati, science, Snglish
and social studies)
Courses that focus on daily living (e.g., home
management, cooking, and consumer math)
Teachers should encourage pewOional growth
(i.e., try to build self-understanding,
creativity, and Qelf-conf idcnce)
Tea hers should encourage social growth
(l*e*f try to tenc students how to get along
with o hers, to nc.pt social responsibilities,
and tc appreciate their own and «r cultur^js)
No c'»ear preference
Percent of respondents who be I f eve
7^ 's very important for
their children to learn
what ^s taught- in these
co*:rses/experiences
A7,9
92*2
46.6
81.7
78.:
This type of experience
is more important than
the other four choices
for their children
13.7
37.0
6.3
9.9
8.6
2*4.5
er|c
11
12
7
TabU 3
Lftvtl of Public Support for SUnd«rdi-lltltln( Inltlttlvti
Should your local ixith
school uka thli, action?
X
yaa
X
no
X no
opinion
X who prafar
thia action to
11 othar choleaa
Sicnificant
aoclodaHOfraphic
dLffarancaa in
raaponaa pattama*
Raqulra atudanta to paaa hlf \h**4i r">dl c^A^Iuatloii axaca
in raadlnc and Mth
93.1
4.3
0.7
33.3
Kaqulr«i atudanta to paaa Jur.lox-hlch proootlon axaaa
in raadlne and nath
93.2
4.0
0.8
13.3
4
«• At laaat b«o*thlrda of tha claaaaa atudanta taka
ahould be raquirad couraaL
b. At Uaat ona-half of all claaaaa ahould ba
raquirad couraaa
82.3
91.3
12.6
2«6
4.8
3.9
NC
3.2
9
J
Llalt tha alza of all acdcnlc claaaaa to 25 or
favar atudanta
83.3
10.9
3.6
4.4
Daalsn a/atan of rtvarda and panaltlea to raduca
unaxcuaad abaanc«a froa achool
64.9
10.6
4.4
NC
R^qulra teachcra to paaa atata or .national taachar
axaaa
«.9
10.3
3.6
NC
4|3
Hava tcachara apend ona taonth each auamer dolnc thln^a
to laptova their taachinc
80.9
U.3
3. A
7.2
3» 3
Incraaac the a'^^cr^ca aalaty fiv tcachara to at
laaat $23,000
73.8
19.6
6.6
3.8
I. 3,4,3
Aaaifn at laaat 1 1/2 houra of hoaework cvacy dajr
71.0
26.8
2.3
3.3
3,4,3
Fay outatandin^ teachcra hifhar aalarira than othar
ttachars with tha aatac aaniority (n«rit incraaaaa)
66.6
26.4
7.0
3.3
3,4,3,6,7
Studanta who dlanipt claaa actlvitiaa day aCtar day
ahould
a* ratuin in racular claaaroosa
b. ba asaicnad to altcmativa claaarooaa
c. ba axpallcd froa achool
13.9
64.7
lO.O
77.2
23.9
80.6
6.9
9.4
9.4
KC
2.4
KC
3. 6
6
2
Incraaaa tha lancth of tha achool day by one hour
43.8
30.8
3.4
0.6
2
Alaoat all required couraaa ahould focua on
acadataic aubjacta
42.3
32.8
4.8
2.3
Incraaaa tha lancth of tha school year by ona nonth
24.9
69.2
3.9
0.3
I. 3, 7
Ho pr«faranca
13.8
Kota. KC - not conaidarad fi.a., vaa not included in tha r*t of choicaa).
* 1 * faocraphical rasionr, 2 - sender) 3 •> age of raapondanti 4 - ethnic croupe) 5 " reepondent*e level of education)
6 *• fanily income leveUt 7 * tlhose with and without children In public hifh echoole
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13
BB8TC0PYAVAIUBIE
8
percentage points of these figures* Survey participants also responded to a
series of forced-choice questions involving 12 of the 14 proposals* The per-
cent who picked a given initiative as their top choice among the 12 alterna-
tives is shown in Column 4»
As these figures indicate, there was a very strong level of support for
graduation and promotion tests. When asked whether their local high school
should have high-school graduation exams or Junior-high promotion tests i 95%
said "y^s" (Column 1)» In the sequence of forced-choice questions that
followed^ about one-half of all survey participants named one of these two
exams as the action they were most eager for their local high school to take
(Column 4)» As shown in Column 5, "significant sociodemographic differences,"
the level of enthusiasm for these two measures was consistent across all but
one of the subgroups considered in the study (as listed in Table 1)« A some-
what higher proportion of whites (96%) than blacks and other minorities (91%)
was in favor of Junior-high school promotion exams*
More than 80% of the respondents were also in favor of (a) Increasing the
proportion of required courses, (b) limiting class size, (c) reducing student
absenteeism, (d) testing teachers, and (e) having teachers spend one month
each summer upgrading their knowledge or skills* The level of support for
these five measures was usually consistent across subgroups* Nevertheless,
among the "level of education" su^^roups, college graduates were most likely
to agree that at least two-thirds of all classes should be required courses
(90% favored) • Those most likely to favor limiting class size were females
(88%) and parents who did not have children in high school (92%). College
graduates (76%) and blacks and other minorities (76%) were least likely to
support national teacher exams. Those 50 years or older (71%), college
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9
graduates (76%), and those who did not attend high school (76%) were least In
favor of teachers upgrading their skills during the summer.
Four proposals were supported by about two-thirds of the respondents:
(a) Increasing teachers* salaries, (b) assigning 1 1/2 hours of homework each
day, (c) paying merit Increases to outstanding teachers, and (d) assigning
disruptive students to alternative classrooms. Across the full set of 14
questions, subgroups differed most often In their level of support for
proposals calling for Increases In teachers* salaries or merit pay. Support
for Increased salaries was highest among those living In the West (80%), those
less than 50 years of age (77%), blacks and other minorities (82%), and
college graduates (82%); It was lowest among those living In the Midwest (70%)
and for Individuals who did not attend high school (62%).
Support for merit pay was highest '<mong those with family Incomes above
$50,000 per year (77%), high-school parents (72%), and those who attended
college (72%). It was lowest among blacks (53%) and those less than 30 years
of age (58%). As these data Indicate, blacks and those under 30 years old
preferred Increasing teachers' salaries to offering merit pay. Blacks and
other minorities were most in favor, and high-school graduates least in favor,
of assigning 1 1/2 hours of homework each day (74% vs. 62%).
Only three proposals were not supported by a majority of respondents:
(a) lengthening the school day by one hour, (b) having almost all required
courses focus on academics, and (c) lengthening the school year by one month.
Males were the only subgroup somewhat in favor of lengthening the school day
(51%); none of the subgroups advocated limiting the focus of all required
courses to academics or lengthening the school year.
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15
10
Compart 3on with Gallup Poll
Some questions on this standards survey overlapped with those raised In
the annual Gallup poll on education sponsored by Phi Delta Kappa (Gallup,
1984) • There were striking similarities and differences In responses to these
questions. For example, 65% of the respondents in the Gallup poll and 67% of
the participants In this survey favored merit pay for teachers. Likewise, 42%
of the participants In the Gallup poll and 46% of the standards survey
respondents favored lengthening the school day by one hour. In contrast, the
proportion of Gallap poll respondents who favored lengthening the school year
by one month was far greater than the corresponding figure for standards
survey respondents (44% vs. 25%).
Teacher testing . Despite a difference In wording, the proportion of
Gallup poll respondents favoring teachers being tested "to prove [their]
knowledge In the subjects they will teach" was only slightly higher than the
percentage of participants In this survey who said their local school district
should "hire only those teachers who have passed state or national teacher
exams" (89% vs. 84%). Likewise, the proportion of Gallup poll participants
who felt that high-school students were not required to work hard enough (67%)
was very nearly equal to the percentage of standards survey participants who
favored assigning at least 1 1/2 hours of homework every day (71%).
Teacher salary increase . However, there were clear differences in re-
sults when participants in the Gallup poll were asked, "Do you think salaries
in this community for teachers are too high, too low, or just about right?"
and individuals in this survey were asked, "Should the average salary for
teachers be increased to at least $25,000 a year? Teachers earn about $20,000
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a year nov7." Only 37% of the Gallup respondents said teacher's salaries were
too low, but 7A% of the participants in this survey said these salaries should
be increased.
Nationwide high-school exam > Finally, when participants in the Gallup,
poll were asked, "Should all high-school students in the United States be re-
quired to pass a standard nationwide examination in order to get a high-school
diploma?" only 65% said "yes," whereas 95% of the respondents in the stan-
dards survey agreed that "students [should) be required to pass tests in read-
ing and math to graduate from high school."
Public Willingness t o Pay the Financial Costs of Reforms
The standards-raising proposals in Table A have simple and direct finan-
cial costs. To assess the depth of support for these reforms, respondents
were asked to choose the one action from this subset they "are most eager for
[their] local high school to taket" Participants were then asked if they
would continue to support their preferred action if they knew their local
school board would pay for it (a) by eliminating "athletics, music> and other
extracurricular activities," (b*) by "closing certain schools, including the
elementary school in their neighborhood," or (c) through $200 per year
increases in their taxes.
Across all groups, responses were quite definite. Participants said they
would be quite willing to pay increased taxes to attain their preferred re-
forms, but would be quite unwilling to forgo extracurricular activities or to
have their local schools closed. VJhereas levels of opposition to eliminating
extracurricular activities and closing neighborhood schools were consistent
across the seven initiatives, willingness to pay increased taxes varied among
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12
proponents of different Initiatives (see Chl«-square tests on Table 4)« Thcae
who chose "assigning disruptive students to alternative classrooms" as their
preferred action were least willing to pay Increased taxes; those who favored
lengthening the school year or Increasing teachers* salaries were most willing
to pay for preferred reforms In this way (see Column 7 of Table 4). Reports
of willingness to pay Increased taxes also varied across subgroups. Those
most willing to pay Increased taxes to attain their preferred reform were
males (78%), Indl/lduals from 30-49 years of age (79%), those who attended or
graduated from college (84%), and those with family Incomes of $30,000 or
greater (83%).
Public Willingness to Endure Personal/Social Costs for Reforms
Five of the standards -raising proposals have personal or social costs.
In assessing the depth of public support for these reforms, respondents were
again asked to choose the one action from this subset they were most eager for
their local high school to take. Most respondents were then asked to imagine
"[they had] a child who has to work very hard to get passing grades in high
school." Those whose preferred reform was junior-hlgh^chool promotion tests
were asked to imagine "[they had] a child who has failed [these exams]." This
introduction was followed by questions about adverse effects the child might
experience if the respondent's preferred proposal were implemented. Table 5
summarizes responses to this set of questions for four of the five proposals:
junior-high promotion exams. Increase ratio of required courses, 1 1/2 hours
of homework, and limit focus of required courses to academics. Table 6 in the
next section duplets the personal and social costs respondents said they would
be willing to endure for high-school graduation exams.
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13
Lcvtl of Public Support for Actions Dtal(n«d to Pay
tht rintncUl Co«t» of Prtfcrmd Standards -fit 1 tine Inltlttlr««
Wculd you ttlll vtnt your loctl tchoolt
to ukc this tctlon if you kntv tht
school botrd vouid pay for it by
Action
Elirainstinc a tt.lt tics/
othtr sxtracurricular
activitits
Closinc loctl
schools
Incrttsint your
ttxts by $200
ptr ytar
X
yta
X
no
X no
opinion
yta
X
no
X no
opinion
X
yts
X
no
X no
opinion
havt tttchtrt sptnd ont eonth
ttch tuotatr dolnc thlnft to
ioprovt thtlr Cttchlnc (ir^SOS)
£0.5
53.6
5.9
24.9
68.9
6.2
66.2
28.2
5.6
or ftwtr ttudtnts (n;»216)
37.0
56.0
6.9
27.3
68.1
4*6
70.6
25.2
4.2
Pay* outstanding tttchtra hi(htc
aalaritt thtn othtra vieh tht
ttDt ttnlorlty (n;*162)
39.6
52.1
8.5
36.6
39.2
4.2
81.7
14.8
3.5
Incrctst tht tvtrac^i aalaiy
for tttchtrs to at Itatt
$25,000 (ji-139)
39.9
58.0
2.2
30.4
60.1
9.4
84.2
14.4
1.4
Aasifn disruptive atudtnts to
alttmativt claatrooaa (n«126)
40.8
48.8
10.4
28.2
60.5
11.3
57.1
36.5
6.3
Incrttat tht Itncth of tht
tchool day by ont hour
29.3
58.5
12.2
22.0
63*4
14.6
75.6
17.1
7.3
Xncrtaas the Itncth of tht
school year by one eonth (£•■26)
53.8
38.5
7.7
42.3
50.0
7.7
84.6
11.5
3.8
OVERALL (£-995)
39.4
53.7
6.9
28*6
64, 3
7.1
71.6
23.9
4.5
Chi-aquart ttat of dlfftrtncts In rtsponats
acroaa tht atven Inlt^.atlvts (d*f***6) 4*93 (£
.55)
9.86 (£
-.13)
34.00 (£ -<.0l)
Sifnificant aoclodtiiocraphic dlfftrtncts
in rtaponat patttma*
3
3, 5
.6
2
r3, 5,
6
tCotts. n - nunbtr who profer this action to tht othtr six cholcts in this subatt.
*l - ftocraphical rsclons] 2 - csnder} 3 - act of rtapondtnt; 4 • tthnlc croupa) 5 - rttpondtnt*a Itvtl of
tducation; 6 - fanlly Incont Itvttsf 7 - thost vlth tnd without chlldrsn In public hlch schools
BEST copy AVAILABLE
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14
Table 5
Public's Willingness to Endure Personal Costs Associated
with Preferred Standards-Raising Initiatives
If your child failed the Junior-high promotion exam
and had to spend one extra year completing the work
needed to pass, would you still want your local
schools to require these tests? (n « 242)
If your child were convinced by the experience of failing
the junior-high promotion exam that s/he was dumb and
not able to succeed in school, would you still want
your local schools to require these tests?
Would you still support action (a,b, or c below) if,
under these conditions, your child had to give up
athletics or other extracurricular activities to
have enough time for schoolwork?
a. Have more required courses than electives (n « 121)
b. Assign at least 1 1/2 hours of homework eacTt day (n = 75)
c. Have almost all required courses focus on academic
subjects (ji » 42)
Would you still support (a or c below) if, as a result of this
action, your child failed two or three required courses each
year and had to take these classes again?
% % % no
yes no opinion
94.6 3.7
82.6 9.9
65.3
72.2
73.8
80.2
Would you still want teachers to assign 1 1/2 hours of homework
each day if, under these conditions, your child had to give
up a part-time job to have enough time for school work?
76.7
30.6
20.8
14.3
14.9
a. Have more required courses than electives
b. (See second note.)
c. Have almost all required courses focus on academic subjects 83.3 14.3
17.8
1.7
7.4
4.1
6.9
11.9
5.0
2.4
5.5
Note , n » number of respondents who preferred this action to the other four choices in
this subset. The fourth question was not applicable for alternative b.
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20
15
Proponents remained firm In their support for "preferred reforms," even
In the face of adverse consequences for their own child. Less than one- third
said they would abandon support for Increased homework or more demanding
course requirements If Implementation of their preferred action meant their
child would have to give up extracurricular activities or a part-time job* An
even smaller proportion^ fewer than 15%, said they would drop their support
for more demanding course requirements or junior-high school promotion exams
If, as a consequence, their child had to (a) repeat several courses,
(b) repeat one full year of school, or (c) withstand a major blow to his or
her self-concept. Only 10% of the 242 proponents of junior-high school promo-
tion exams said they would abandon support for this proposal If their child
were convinced by the experience of falling "that he or she was dumb and not
able to succeed in school"! Patterns of responding to this set of questions
did not vary across the subgroups described in Table !•
High-School Graduation Exams
The reform proposal receiving the highest level of public support was
high-school graduation exams. Contrasting both personal and social costs of
these exams, the survey asked proponents if they would continue their support
(1) if their own children did not pass the tests and (2) if youngsters from
low-income families suffered adverse consequences. In introducing the two
questions on serial costs, respondents were advised that
high school graduation exams have positive results for
some students and negative results for others. However,
in districts that require high-school graduation exams,
white and minority youngsters from low-income families
almost always suffer more negative results than youngsters
from middle- or high-income families.
The analyses considered two groups who varied in their levels of commit-
ment to graduation exams. The 574 respondents identified as "proponents" in
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i
16
TabU 6
Proponinti* UiUincntst to Endur« Ptrtonal and Social Cottt
AtaociaUd with Hich-School Graduation Zxayt
?T«onal Cottt t
Do you think you would ttlU want your local hlch school to
raquira sraduatlon axana if your child faiUd th« taatt th«
first tiM h« or shs took thsnT
- Froponsnts
Do you think you would still favor thsss sxaas if your child
did not rscsivs a rs^ular hlch*school diplora b«caus« h« or
sh« waa nsvar abls to pass ths tsstsT
Proponents
Social Costst
Would you still want your local hich school to rsqulrs
graduation sxans if nsarly SOZ of the lov*incon« studsnts
fail the axans the firat tins thsy Uks thcei?
X X X no
yss no opinion
92.1 5.6 2.1
60.4 U.S 7.2
Proponents 76.1 19.0
Thoss who favor 72.1 16.9
Vould you still favor thsas sxans if 20t of ths lov-incon«
students do not receive regular hich*school diplomas becsuse
they are never able to pass the testsT
Proponents 76.6
Those who favor 73.1
16.1
16.1
A.9
9.0
3.3
6.;
Slcniflcant
aoclodevocraphlc
dlfferencea in
responss pattertis*
7.3
3
4,3,6
Note . Proponents (n " 57^) - thos» who preferred hich-school s^'d^'tion exatas to the four other stsndarda-
raislnc proposals involvlnc personal costs (see Table S). Those who Favor (n • 370) - those who atreed that
students in their local hich achools should be required to pass gradustion extas, but did not select thsse teats
as thsir preferred choice anonc initiatives involvine personsl costs.
' 1 • (eosraphical recionat 2 - tender} 3 ■ ace of respondent; 4 « ethnic croups; 5 • respondent's level of
education; 6 » faaily incone levels; 7 » those with and without children In public hich schools
BEST COPY AVAaABie
22
17
Table 6 named high-school graduation exams as their top choice among the five
standards- raising proposals involving personal costs. A separate group of 570
individuals, called "those who favor," said their local high school should
require the tests, but did not select them as their top choice among the per-
sonal cost initiatives.
Graduation exams received unusually strong support from both groups.
Proponents said they were willing to have their own children bear the cc ts of
graduation exams even if those costs included a failure to receive a regular
high-school diploma. The results also indicate^: that some with relatively
high levels of commitment to graduation exams vore more concerned about social
costs than personal costs. Ever though 92% of the proponents said they would
continue to support these tests if their own child failed them the first time
he or she took them, only 76% said they would still want their local high
school to require these exams if nearly 50% of the low-income students failed
on their initial attempt. Levels of concern for social costs were almost as
high for proponents as for individuals in the "those who favor" group.
Whereas willingness to endure the personal costs of high-school gradu-
ation exams was consistent across subgroups of proponents, some subpopulations
varied in their tolerance for social costs. Proponents between 30 and 49
years old (82%) and males (83%) would be most likely to continue their support
for graduation exams if 50% of the low-income students failed on their initial
attempt. Proponents with fanily incomes above $30,000 (88%) and college
graduates (90%) v;ould be most likely to continue their support if 20% of the
low-income youngsters failed to receive regular high-school diplomas. Black
proponents (66%) would be least likely to continue their support under these
conditions.
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23
18
High«-School Graduation Requirements
To gain a clearer sense of the public's perspective on efforts to reform
the high-school curriculum, survey participants were asked to indicate if they
were in favor of each of the high-school graduation requirements called for in
the report of the National Commission on Excellence in Education (1983), A
Nation at Risk* To provide a contrast to academic requirements, survey
oarticipants were also asked to react to graduation requirements in the fine
«:rts and in physical education. The results are shown in Table 7*
The basic academic currlculunt outlined by the National Commission has
struck a responsive chord among the public. Even the least popular of the
Commission's recommenda tions-- two years ol foreign language for college-bound
s tudent8--had majority support. However, the public does not want schools to
specif> the content students would be required to take (e.g., all sophomores
take American history; all juiiiors take world history). Those who said they
favored a three-year social-studies requirement were asked to imagine that
their local high school had initiated this requit*.^.ant. When they were then
asked, "If that happens, should all students be required to take the same set
of social studies courses or should they be allowed to choose some of their
courses from a list of electives?" 89% said students should be given some
choice.
With one exception, the results of this survey confirm the Gallup poll's
rank order of subjects the public would require. The percentage of respon-
dents in this survey who expressed support for a physical education require-
ment (73%) was considerably higher than the corresponding figure for
participants in the Gallup poll (44%).
Subgroups varied in their responses to certain proposals, particularly
the recommended English and foreign-language requirements. A four-year
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19
TabU 7
Public rtrctptiont of tht Basic RtquirtMnta
of
the Hich School Curriculum
In ordtr to tradutct froa the hich
•chool In your ioc«l cotxauniert should
X
X
X no
SicQif ic4nt
•ociodtnocrtphic
dlfftrtncat in
• 11 ttudtnts b4 rtqulrtd eo ukt
no
opinion
r«8pontt p«tttmt
thr«« jrtart of MthtoAtici
90.0
6.8
1.3
ont-htlf y««r of cooputtr tcltnct
68. A
6.8
2.8
two y«trt of physical tductcion^
72.8
2S.3
1.9
four yttrt of Enclith
72.5
24.8
2.7
1.2. S
thr«« ytart of tocltl ttudict
70.1
27.1
2.8
S
thrfl« yMrt of tcitnct
69.6
27.7
2.8
Cvo y««rt of trt, drtiu, or eutic^
50.6
A6.6
2.8
2r 5
Should All collt|fbound atudcnta b«
rtqulrtd to uk« tt U«tt two yv
of • fortitn ]«ncu«ct7
If your local hii^b achool dota rtQuirt
thrac ycara of aocial atudlaa , ahould all
atudanta b« required to take the aaca aat
of aocial atudlaa couraaa or ahould thay
ba allowed to chooaa aoaa of Jiair couraea
froa a liat of alectivaa} (n • 841)
59.3
37.7
no choice
acme choice
no opinion
3.1
8.6X
89.31
2. IX
1.2.3, 5, 7
Note. Only thoaa reapondanta who aaid thay favor a requiranant of three yeera of aocial atudlaa ware
Included in thia knalyeie.
• 1 - tcocrephicel re^ione; 2 - tender; 3 - ece of reepondent; A - ethnic troupe t 5 - reepondent'e level
of educe tiont 6 • fenily incoae levele; 7 « thoae with and without children in public hish echoole
^ Kot included in the liet of recocncndetione cited in A nation at /rf«k.
ERJC
BEST copy AVAfUBLE
25
20
requirement in English was more likely to be supported (a) by people living in
1.he East (81%) than by those living in the Midweat (66%), (b) by females (76%)
than by males (67%), and (c) by college graduates (83%) than by those who did
not graduate from high school (53%). The highest levels of support for
foreign language requirements came from individuals living in the West (69%),
females (63%), those over 30 years of age (61%), college graduates (68%), and,
private/parochial school parents (75%). The subgroups least likely to favor
the foreign-language requirement were those living in the Midwest (53%),
individuals less than 30 years old (54%), and parents who did not have high
school-aged children (52%).
The purpose of this survey was to provide a straightforward description
of the public's response to proposals for raising academic standards in our
nation's secondary schools and to assess their willingness to endure the costs
of those refor^^s. We recognize that others have raised serious questions
about the social consequences and probable success of some of the proposals
the public favors. It is beyond both the scope and purpose of this report,
however, to attempt to interpret the survey's findings within a context that
gives serious attention to this literature. We will therefore limit our dis-
cussion to an analysis, and not an evaluation, of the public's response to
reform proposals.
At a level of consensus normally reserved for issues of Motherhood and
Apple Pie, 95% of the survey's respondents voiced their support for high-
school graduation exams and Junior-high school promotion tests. In fact, most
survey participants found the concept of student competency testing so
cv ipelling that they said they would be willing to have their own children pay
Summary Statement
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21
the personal costs of this reform* It Is therefore clear that the public
wants tangible evidence that students are acquiring basic skills in reading
and math and that students and teachers are putting forth sufficient effort to
attain this goal.
In offering strong support for national teacher exams and teachers work-
ing during the summer to upgrade their teaching, the public also declared that
they want tangible evidence of teacher competence and initiative* Whereas the
public felt that teachers should be held accountable, they were also ready to
support measures designed to attract and retain good teachers* Approxitnately
two- thirds of the survey's participants were in favor of increasing teachers*
salaries to an average of $25,000 per year and/or offering merit pay to out-
standing teachers* It appears that the public is willing tr pay teachers
moie, but they also want them to work more* In the eyes of the public, the
best way to make teaching financially attractive may be to provide higher
salaries for those who are willing to spend additional time each summer up-
grading their knowledge and skills*
The public made three additional statements about the role of academic
reform within the schools' broader context* First, survey respondents believe
that when schools press for higher academic standards, they should continue to
maintain ^heir commitment to other broad educational goals (i*e*, to teach
vocational skills and social and personal growth)* More than one-fourth of
the participants in this survey ranked one of these as more important than
academic development for their own children and more than one-half said they
would abandon support for a preferred proposal if the cost were elimination of
extracurricular activities* Only 42% favored limiting the focus of required
courses to academics*
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22
Second, the public wants to maintain the current school calendar. There
were only three standards*- raising proposals that did not enjoy majority sup-
port. Of these, two focused on changes In the time alloca tlons--lengthenlng
the school day by one hour and lengthening the school year by one month.
Third, a significant segment of the public also declared that, in pressing for
higher standards, schools must not reverse their long-standing commitment to
an egalitarian Ideal. Some of the strongest advocates of high-school gradu-
ation exams were reluctant to have low-Income students pay the costs of that
reform. There was almost no support for excluding disruptive students from
schools • and there was very strong support for efforts to minimize unexcused
absences.
Collectively, chese results portray a generalized Idea that the public
has of Its secondary schools, that Is, schools that are open to, and trying to
accommodate, all students; that allocate resources to vocational, personal,
and social, as well as academe ends; that operate within a time frame of six
or seven hours a day, 180 days a year; and that segment the curriculum Into
various subjects and pursuits depending on the client or clientele. The
answer to the larger question posed by this survey, "Will the public support
reforms that threaten this generalized Idea?" Is "no." The public will sup-
port and pay for efforts to Improve academic standards to the extent that
those efforts do not close off opportunities to any students; reduce attention
to the social, personal, and vocational ends of schooling; Increase tradi-
tional time commitments; or radically alter the elective curriculum.
23
References
Freeman, D. , Cuslck, P., & Houang, R. (1985, April). Public response to
efforts to improve academic standards in secondary schoolst Results of a
national telephone survey . Paper presented at the annual meeting of the
American Educational Research Association, Chicago.
Gallup, G. (1984). The 16th annual Gallup poll of the public's attitudes
toward the public schools. Phi Delta Krppan , 66 (1), 23-38.
Goodlad, Jc (1983). A place called school: Prospects for the future .
New York: McGraw-Hill.
National Commission on Excellence in Education. (1983). A nation at risk .
Washington, DC: U.S. Government Printing Office.
U.S. Bureau of the Census. (1983). Statistical abstract of the
United States: 1984 (104th ed.)"; Washington, DC: U.S. Government
Printing Office.
U.S. Bureau of the Census. (1984). Money income of households, families, and
persons in the United States: 1982 (Current population reports,
Series P-60, No. 142). Washington, DC: U.S. Government Printing Office^
29
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